Situational principles of instruction

Instructional-Design Theories and Models

Volumn 3, Issue , 2009, Pages 57-68

  Reigeluth, Charles M ^a   Carr Chellman, Alison A ^b  

^a INDIANA UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84891713762     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203872130     Document Type: Chapter

References (22)

1. Anderson, J. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press,.
2. Anderson, J. R. (1976). Language, memory, and thought. Hillsdale, NJ: Erlbaum.
3. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing:A revision of Bloom's taxonomy of educational objectives. New York: Longman.
4. Ausubel, D. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
5. Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York: Holt, Rinehart & Winston.
6. Biggs, J. B., & Collin, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York: Academic.
7. Bloom, B. S. (1956). Taxonomy of educational objectives: Handbook 1. The cognitive domain. New York: McKay.
8. Cooke, N. L., & Guzaukas, R. (1993). Effects of using a ratio of new items to review items during drill and practice: Three experiments. Education and Treatment of Children, 16(3), 213-234.
9. Fenstermacher, G. D., & Soltis, J. F. (2004). Approaches to teaching. New York: Teachers College Press.
10. Gagné, R. M. (1965). The conditions of learning. New York: Holt, Rinehart & Winston.
11. Gagné, R. M. (1984). Learning outcomes and their effects: Useful categories of human performance. American Psychologist, 39(4), 377-385.
12. Gunter, M. A., Estes, T. H., & Schwab, J. (2003). Instruction: A models approach. Boston: Allyn & Bacon.
13. Hauenstein, A. D. (1984). A conceptual framework for educational objectives: A holistic approach to traditional taxonomies. New York: University Press of America.
14. Joyce, B., Weil, M., & Calhoun, E. (2000). Models of teaching (6th ed.). Boston: Allyn & Bacon.
15. Martin, B. L., & Reigeluth, C. M. (1999). Affective education and the affective domain: Implications for instructional design theories and models. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II). Hillsdale, NJ: Erlbaum.
16. McKeachie, W. J. (2002). Teaching tips: Strategies, research, and theory for college and university teaching. Boston: Houghton Mifflin.
17. Merrill, M. D., Reigeluth, C. M., & Faust, G. W. (1979). The instructional quality profile: A curriculum evaluation and design tool. In H. F. O'Neil, Jr. (Ed.), Procedures for instructional systems development. New York: Academic Press.
18. Merrill, P. F., & Salisbury, D. F. (1984). Research on drill and practice strategies. Journal of Computer-Based Instruction, 11(1), 19-21.
19. Piaget, J. (1963). The origins of intelligence in children. New York: W.W. Norton.
20. Reigeluth, C. M. (1983). Instructional-design theories and models: Vol. 1. An overview of their current status. Hillsdale, NJ: Erlbaum.
21. Salisbury, D. F. (1990). Cognitive psychology and Its implications for designing drill and practice programs for computers. Journal of Computer-Based Instruction, 17(1), 23-30.
22. Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29(4), 269-289.